Evaluation on Podcast

This week, we are going to analyse and evaluate our podcast posted last week. In terms of it, we are goging to use the checklist made by Jamieson, et al.

General Evaluation: the two videos draw learners’ attention on listening although some target vocabulary will also be learned. Regarding this, if we look at the tasks designed  for listening practice, it provides various oppotunities for learners to improve their listening abilities including listening for gist and details. Yet, detailed practice with vocabulary appeared in the transcript is not enough.

Learner fit:

a) appropriate level: we assume that our learners are at a B1-B2 intermediate (CEFR) level, so the materials we use are a little chanllenging yet suitable for this level according to Krashen (1981:54) .

The Input hypothesis says that we acquire by understanding language containing i +1, that is, we move from one stage to another by understanding language that contains structures at that level, a bit beyond where we are now.

b)learners’ types: the tasks designed for the listening practice are quiet comprehensive. With visual aids (pictures for new words, and vedios) , audios (conversations in the videos) and reading materials (transcript of conversations), and interactive activities (muted practice video), almost all kinds of learners (visual, auditory, read/write and kinesthetic) are considered. However, the reading materials and writing practice is relatively insufficient, that type of learners may not find it comfortable or effective when they complete the tasks. Yet, it is a listening practice, so the lack of the reading and writing practice is tolerable.

c) appropriate difficulties of materials: admitted, the speaking speed in the videos are fast and accent may casue some difficulties (not very much with visual aids) for learners, yet it is good for them challenge themselves.

Authenticity: first, let’s start with the materials we used as our listening practice. Accroding to Morrow (1977:13), ‘An authentic text is a stretch of real language, pro- duced by a real speaker or writer for a real audience and designed to convey a real message of some sort’, the language which was used in the dialogues in the two videos (conversations between a banker and a client)  can be considered as authentic.

Second, let’s consider the correspondece between the learning activity and the target of language activities of interest out of the classroom. The two videos are real-life situations, which make the language learned from the videos can also be used out of the classroom into learner’s daily life. Thus, the learning materials are authentic for learners.

References: 

Krashen, S. D. (1981). The “fundamental pedagogical principle” in second language teaching. Studia Linguistica, 35(1‐2), 50-70.

Morrow, K. (1977). Authentic texts and ESP. In S. Holden (ed.), English for Specific Purposes. London: Modern English Publications, 13–17.

Dan


Language learning potential: In the listening task, we provide a list of vocabulary which will occur during the videos and we also give detailed meaning and pronunciation of those words. Student can read the vocabulary in advance and after watching the videos, which helps them better remember the words they learned in the listening task. In addition, further exercises based on the task were given after the videos. Therefore, students can reinforce words, grammar and listening practice when they finished the exercises. This at the same time will improver students’ listening capacity.

Impact: As Dan mentioned above, we provided visual aids, audios, reading materials and interactive activities in the task, so learners can acquire knowledge in a comprehensive way. Based on that, we assume that learners are in favor of our task and find it interesting to practise listening in this way. And since the conversations in the videos were from real life, learners can also use what they acquired in their daily lives.

Hongfei


Create a positive learning experience

Practicality: It is easy to access to listening exercises we have made on website. Students could definitely use it without any help as long as they’ve got basic computer skills. As for hardware, the exercises can either be used in the classroom as long as make sure there is one computer available or can better been done in the labs. It will take up to 20mins for two sections which is not time-consuming. Most of the questions are appropriate for intermedium students, however the accent may be a bit difficult for those don’t get used to British accent.

 

Aiyu

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